A critical review of international research into pre-service teachers’ beliefs and practices when teaching migrant learners

Abstract

This article provides a critical qualitative review of 26 English-language journal articles from multiple countries that focus on research and practice among pre-service teachers, and their beliefs about, and experiences of, teaching migrant learners. The findings are organised around two themes. First, the review reveals that student teachers are more likely than not to hold negative beliefs and harbour anxieties about teaching migrant learners. While the cultural diversity of the country in which the student teachers are working does not seem to be a strong determinant of such beliefs, research suggests that such beliefs are more often linked to a lack of knowledge and training. Second, the review identifies a strong emphasis on belief in the value of empathy in learning to teach migrant learners, with the caveat that having a migrant background does not necessarily lead to a more empathetic student teacher. The wider discussion problematises empathy as a goal of training and highlights the challenges inherent in encouraging the development of critical self-reflection among pre-service teachers. The review ultimately questions the extent to which pre-service teacher education equips pre-service teachers to work effectively with migrant learners and proposes increased collaborations between researchers and pre-service teachers as a step towards expanding critical research and practice.

Ethnocultural empathy development of future language teachers through digital multiliteracy resources for low-literacy adult migrants

“…With these potential struggles in mind, Mercer (2016) outlines how promoting empathy improves group dynamics and cultivates cooperative and collaborative relationships among students, which, in turn, fosters an environment conducive to effective language learning and the strengthening of interpersonal and communicative skills. Despite these earlier contributions, a recent review of trainee teachers' practical experiences in their classroom interactions reveals that student teachers often harbor negative beliefs and concerns about working with learners of non-native backgrounds, while acknowledging the importance of empathy in their training to educate them (Hanna, 2023). Cognitive perspective-taking, implying the integration of one's own and others' mental representations, has been found to mitigate intergroup assumptions, biases and preconceptions towards stereotypical target groups, and has therefore been proposed as a possible means of stimulating the willingness to engage in crossgroup contact and initiate rapprochement-oriented actions (Wang et al, 2014).…”

“…Indeed, when working with a diverse student population, the appropriate use of "intercultural empathy and positive affect ensures effective communication" (Yang et al, 2019, p. 309) and supports the building of rapport between diverse students and teachers. Along the same lines, Hanna (2023) posits that disregarding the role of empathy as a core value for prospective teachers is linked to the difficulties in nurturing critical self-reflection among aspiring educators and raises As Mercer (2016) points out, trainee teachers' awareness of the importance of interpersonal skills in language learning can help them to assess the potential effects that such skills have on classroom life and cross-cultural communication. Prospective empathetic teachers therefore require cognitive skills to interpret emotional cues, adopt diverse perspectives, and foster an inclusive and supportive learning environment (Underhill, 2013).…”

“…Indeed, when working with a diverse student population, the appropriate use of “intercultural empathy and positive affect ensures effective communication” ( Yang et al, 2019 , p. 309) and supports the building of rapport between diverse students and teachers. Along the same lines, Hanna (2023) posits that disregarding the role of empathy as a core value for prospective teachers is linked to the difficulties in nurturing critical self-reflection among aspiring educators and raises questions about the adequacy of initial teacher education in preparing them for engaging effectively with migrant students.…”